NDLI: Note-taking and science inquiry in an open-ended learning environment

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Note-taking and science inquiry in an open-ended learning environment

Content Provider	Scilit
Author	Jiang, Yang Clarke-Midura, Jody Keller, Bryan Baker, Ryan S. Paquette, Luc Ocumpaugh, Jaclyn
Copyright Year	2018
Description	Journal: Contemporary Educational Psychology Note-taking is important for academic success and has been thoroughly studied in traditional classroom contexts. Recent advancements of technology have led to more students taking notes on computers, and in different situations than are common in traditional instructional contexts. However, research on computer-based note-taking is still an emerging area, and findings from these studies are mixed. In this exploratory study, we conducted multilevel analysis to comprehensively investigate the relationship between note-taking measures and subsequent student success at science inquiry among middle school students, using two scenarios of an open-ended learning environment named Virtual Performance Assessments. Analysis revealed an advantage for content elaborative note-taking over content reproductive note-taking conditional on the source of notes taken, but other measures were less consistent between the two scenarios. Implications of the findings and limitations of this research are also discussed.
Related Links	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6291433/pdf
Ending Page	29
Page Count	18
Starting Page	12
ISSN	0361476X
DOI	10.1016/j.cedpsych.2018.08.004
Journal	Contemporary Educational Psychology
Volume Number	55
Language	English
Publisher	Elsevier BV
Publisher Date	2018-08-22
Access Restriction	Open
Subject Keyword	Journal: Contemporary Educational Psychology Education Research Educational Psychology Multilevel Analysis Note-taking/reaccessing Quantity and Note Content Open-ended Learning Environments Virtual Performance Assessments
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

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